Ethics Case Study Essay Guide
As you prepare to write, please note some formal aspects that should be present in your essay: 1) title your paper with a short sentence that frame the reader’s attention to the main topic of your essay; 2) in the introduction you should BRIEFLY state the nature of the ethical problem presented and how you are going to approach the case; 3) in the body of the essay, please provide brief description, critical analysis, and discussion. The discussion is the most important aspects of this assignment; and 4) in the conclusion, please wrap up your analysis and the insights you provided in your essay.
A complete essay will:
· Consider the ethical dilemmas confronting Anita Hill, Clarence Thomas, the Judiciary Committee, Joe Biden and any other stakeholders you see fit to name
· Clearly lay out values that you believe should govern an ethical society.
· Clearly lay out and prioritize your own ethical values and the categories or kinds of ethics these represent with relation to the societal ethical values you have laid out.
· Apply your ethical values and what you have been taught in this class about racism, sexism, economic inequality and other power differentials as well as cultural pathology and cultural racism to an evaluation of the decisions made by Anita Hill and Clarence Thomas and the Judiciary Committee considering the ethical dilemmas each was presented with.
· When laying out your argument you may want to consider such factors as the class disparities, race, income, gender roles, stereotypes, sentencing, elitism, etc.
· Conclude by stating and justifying your own ethical conclusions about the case and the kinds of ethics you utilized to arrive at those conclusions.
Please cite and reference all information that you use to help construct your essay particularly the course readings.
NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation Exemplar
INSTRUCTIONS ON HOW TO USE EXEMPLAR AND TEMPLATE—READ CAREFULLY
If you are struggling with the format or remembering what to include, follow the Comprehensive Psychiatric Evaluation Template AND the Rubric as your guide. It is also helpful to review the rubric in detail in order not to lose points unnecessarily because you missed something required. Below highlights by category are taken directly from the grading rubric for the assignment in Weeks 4–10. After reviewing the full details of the rubric, you can use it as a guide.
In the Subjective section, provide:
· Chief complaint
· History of present illness (HPI)
· Past psychiatric history
· Medication trials and current medications
· Psychotherapy or previous psychiatric diagnosis
· Pertinent substance use, family psychiatric/substance use, social, and medical history
· Allergies
· ROS
· Read rating descriptions to see the grading standards!
In the Objective section, provide:
· Physical exam documentation of systems pertinent to the chief complaint, HPI, and history
· Diagnostic results, including any lab ...
Ethics Case Study Essay GuideAs you prepare to write, please n
1. Ethics Case Study Essay Guide
As you prepare to write, please note some formal aspects that
should be present in your essay: 1) title your paper with a short
sentence that frame the reader’s attention to the main topic of
your essay; 2) in the introduction you should BRIEFLY state the
nature of the ethical problem presented and how you are going
to approach the case; 3) in the body of the essay, please provide
brief description, critical analysis, and discussion. The
discussion is the most important aspects of this assignment; and
4) in the conclusion, please wrap up your analysis and the
insights you provided in your essay.
A complete essay will:
· Consider the ethical dilemmas confronting Anita Hill,
Clarence Thomas, the Judiciary Committee, Joe Biden and any
other stakeholders you see fit to name
· Clearly lay out values that you believe should govern an
ethical society.
· Clearly lay out and prioritize your own ethical values and the
categories or kinds of ethics these represent with relation to the
societal ethical values you have laid out.
· Apply your ethical values and what you have been taught in
this class about racism, sexism, economic inequality and other
power differentials as well as cultural pathology and cultural
racism to an evaluation of the decisions made by Anita Hill and
Clarence Thomas and the Judiciary Committee considering the
ethical dilemmas each was presented with.
· When laying out your argument you may want to consider
such factors as the class disparities, race, income, gender roles,
stereotypes, sentencing, elitism, etc.
· Conclude by stating and justifying your own ethical
conclusions about the case and the kinds of ethics you utilized
to arrive at those conclusions.
2. Please cite and reference all information that you use to help
construct your essay particularly the course readings.
NRNP/PRAC 6635 Comprehensive Psychiatric Evaluation
Exemplar
INSTRUCTIONS ON HOW TO USE EXEMPLAR AND
TEMPLATE—READ CAREFULLY
If you are struggling with the format or remembering what to
include, follow the Comprehensive Psychiatric Evaluation
Template AND the Rubric as your guide. It is also helpful to
review the rubric in detail in order not to lose points
unnecessarily because you missed something required. Below
highlights by category are taken directly from the grading rubric
for the assignment in Weeks 4–10. After reviewing the full
details of the rubric, you can use it as a guide.
In the Subjective section, provide:
· Chief complaint
· History of present illness (HPI)
· Past psychiatric history
· Medication trials and current medications
· Psychotherapy or previous psychiatric diagnosis
· Pertinent substance use, family psychiatric/substance use,
social, and medical history
· Allergies
· ROS
· Read rating descriptions to see the grading standards!
In the Objective section, provide:
· Physical exam documentation of systems pertinent to the chief
complaint, HPI, and history
· Diagnostic results, including any labs, imaging, or other
assessments needed to develop the differential diagnoses.
3. · Read rating descriptions to see the grading standards!
In the Assessment section, provide:
· Results of the mental status examination, presented in
paragraph form.
· At least three differentials with supporting evidence. List them
from top priority to least priority. Compare the DSM-5
diagnostic criteria for each differential diagnosis and explain
what DSM-5 criteria rules out the differential diagnosis to find
an accurate diagnosis. Explain the critical-thinking process that
led you to the primary diagnosis you selected. Include pertinent
positives and pertinent negatives for the specific patient case.
· Read rating descriptions to see the grading standards!
Reflect on this case. Include: Discuss what you learned and
what you might do differently. Also include in your reflection a
discussion related to legal/ethical considerations (demonstrate
critical thinking beyond confidentiality and consent for
treatment!), health promotion and disease prevention taking into
consideration patient factors (such as age, ethnic group, etc.),
PMH, and other risk factors (e.g., socioeconomic, cultural
background, etc.).
(The comprehensive evaluation is typically the initial new
patient evaluation. You will practice writing this type of note in
this course. You will be ruling out other mental illnesses so
often you will write up what symptoms are present and what
symptoms are not present from illnesses to demonstrate you
have indeed assessed for all illnesses which could be impacting
your patient. For example, anxiety symptoms, depressive
symptoms, bipolar symptoms, psychosis symptoms, substance
use, etc.)
EXEMPLAR BEGINS HERE
CC (chief complaint): A brief statement identifying why the
patient is here. This statement is verbatim of the patient’s own
words about why presenting for assessment. For a patient with
dementia or other cognitive deficits, this statement can be
4. obtained from a family member.
HPI: Begin this section with patient’s initials, age, race, gender,
purpose of evaluation, current medicatio n and referral reason.
For example:
N.M. is a 34-year-old Asian male presents for psychiatric
evaluation for anxiety. He is currently prescribed sertraline
which he finds ineffective. His PCP referred him for evaluation
and treatment.
Or
P.H., a 16-year-old Hispanic female, presents for psychiatric
evaluation for concentration difficulty. She is not currently
prescribed psychotropic medications. She is referred by her
therapist for medication evaluation and treatment.
Then, this section continues with the symptom analysis for your
note. Thorough documentation in this section is essential for
patient care, coding, and billing analysis.
Paint a picture of what is wrong with the patient. First what is
bringing the patient to your evaluation. Then, include a
PSYCHIATRIC REVIEW OF SYMPTOMS. The symptoms
onset, duration, frequency, severity, and impact. Your
description here will guide your differential diagnoses. You are
seeking symptoms that may align with many DSM-5 diagnoses,
narrowing to what aligns with diagnostic criteria for mental
health and substance use disorders.
Past Psychiatric History: This section documents the patient’s
past treatments. Use the mnemonic Go Cha MP.
General Statement: Typically, this is a statement of the patients
first treatment experience. For example: The patient entered
treatment at the age of 10 with counseling for depression during
her parents’ divorce. OR The patient entered treatment for detox
at age 26 after abusing alcohol since age 13.
Caregivers are listed if applicable.
Hospitalizations: How many hospitalizations? When and where
was last hospitalization? How many detox? How many
residential treatments? When and where was last
detox/residential treatment? Any history of suicidal or
5. homicidal behaviors? Any history of self-harm behaviors?
Medication trials: What are the previous psychotropic
medications the patient has tried and what was their reaction?
Effective, Not Effective, Adverse Reaction? Some examples:
Haloperidol (dystonic reaction), risperidone
(hyperprolactinemia), olanzapine (effective, insurance wouldn’t
pay for it)
Psychotherapy or Previous Psychiatric Diagnosis: This section
can be completed one of two ways depending on what you want
to capture to support the evaluation. First, does the patient
know what type? Did they find psychotherapy helpful or not?
Why? Second, what are the previous diagnosis for the client
noted from previous treatments and other providers. Thirdly,
you could document both.
Substance Use History: This section contains any history or
current use of caffeine, nicotine, illicit substance (including
marijuana), and alcohol. Include the daily amount of use and
last known use. Include type of use such as inhales, snorts, IV,
etc. Include any histories of withdrawal complications from
tremors, Delirium Tremens, or seizures.
Family Psychiatric/Substance Use History: This section contains
any family history of psychiatric illness, substance use
illnesses, and family suicides. You may choose to use a
genogram to depict this information. Be sure to include a
reader’s key to your genogram or write up in narrative form.
Social History: This section may be lengthy if completing an
evaluation for psychotherapy or shorter if completing an
evaluation for psychopharmacology. However, at a minimum,
please include:
Where patient was born, who raised the patient
Number of brothers/sisters (what order is the patient within
siblings)
Who the patient currently lives with in a home? Are they single,
married, divorced, widowed? How many children?
Educational Level
Hobbies:
6. Work History: currently working/profession, disabled,
unemployed, retired?
Legal history: past hx, any current issues?
Trauma history: Any childhood or adult history of trauma?
Violence Hx:Concern or issues about safety (personal, home,
community, sexual (current & historical)
Medical History: This section contains any illnesses, surgeries,
include any hx of seizures, head injuries.
Current Medications: Include dosage, frequency, length of time
used, and reason for use. Also include OTC or homeopathic
products.
Allergies:Include medication, food, and environmental allergies
separately. Provide a description of what the allergy is (e.g.,
angioedema, anaphylaxis). This will help determine a true
reaction vs. intolerance.
Reproductive Hx:Menstrual history (date of LMP), Pregnant
(yes or no), Nursing/lactating (yes or no), contraceptive use
(method used), types of intercourse: oral, anal, vaginal, other,
any sexual concerns
ROS: Cover all body systems that may help you include or rule
out a differential diagnosis. Please note: THIS IS DIFFERENT
from a physical examination!
You should list each system as follows: General:Head: EENT:
etc. You should list these in bullet format and document the
systems in order from head to toe.
Example of Complete ROS:
GENERAL: No weight loss, fever, chills, weakness, or fatigue.
HEENT: Eyes: No visual loss, blurred vision, double vision, or
yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing,
congestion, runny nose, or sore throat.
SKIN: No rash or itching.
CARDIOVASCULAR: No chest pain, chest pressure, or chest
discomfort. No palpitations or edema.
RESPIRATORY: No shortness of breath, cough, or sputum.
7. GASTROINTESTINAL: No anorexia, nausea, vomiting, or
diarrhea. No abdominal pain or blood.
GENITOURINARY: Burning on urination, urgency, hesitancy,
odor, odd color
NEUROLOGICAL: No headache, dizziness, syncope, paralysis,
ataxia, numbness, or tingling in the extremities. No change in
bowel or bladder control.
MUSCULOSKELETAL: No muscle, back pain, joint pain, or
stiffness.
HEMATOLOGIC: No anemia, bleeding, or bruising.
LYMPHATICS: No enlarged nodes. No history of splenectomy.
ENDOCRINOLOGIC: No reports of sweating, cold, or heat
intolerance. No polyuria or polydipsia.
Physical exam (If applicable and if you have opportunity to
perform—document if exam is completed by PCP): From head
to toe, include what you see, hear, and feel when doing your
physical exam. You only need to examine the systems that are
pertinent to the CC, HPI, and History. Do not use “WNL” or
“normal.” You must describe what you see. Always document in
head-to-toe format i.e., General: Head: EENT: etc.
Diagnostic results: Include any labs, X-rays, or other
diagnostics that are needed to develop the differential diagnoses
(support with evidenced and guidelines).
Assessment
Mental Status Examination: For the purposes of your courses,
this section must be presented in paragraph form and not use of
a checklist! This section you will describe the patient’s
appearance, attitude, behavior, mood and affect, speech, thought
processes, thought content, perceptions (hallucinations,
pseudohallucinations, illusions, etc.)., cognition, insight,
judgment, and SI/HI. See an example below. You will modify to
include the specifics for your patient on the above elements—
DO NOT just copy the example. You may use a preceptor’s way
of organizing the information if the MSE is in paragraph form.
He is an 8-year-old African American male who looks his stated
age. He is cooperative with examiner. He is neatly groomed and
8. clean, dressed appropriately. There is no evidence of any
abnormal motor activity. His speech is clear, coherent, normal
in volume and tone. His thought process is goal directed and
logical. There is no evidence of looseness of association or
flight of ideas. His mood is euthymic, and his affect appropriate
to his mood. He was smiling at times in an appropriate manner.
He denies any auditory or visual hallucinations. There is no
evidence of any delusional thinking. He denies any current
suicidal or homicidal ideation. Cognitively, he is alert and
oriented. His recent and remote memory is intact. His
concentration is good. His insight is good.
Differential Diagnoses:You must have at least three
differentials with supporting evidence. Explain what rules each
differential in or out and justify your primary diagnosis
selection. You will use supporting evidence from the literature
to support your rationale. Include pertinent positives and
pertinent negatives for the specific patient case.
Also included in this section is the reflection. Reflect on this
case and discuss whether or not you agree with your preceptor’s
assessment and diagnostic impression of the patient and why or
why not. What did you learn from this case? What would you do
differently?
Also include in your reflection a discussion related to
legal/ethical considerations (demonstrating critical thinking
beyond confidentiality and consent for treatment!), health
promotion and disease prevention taking into consideration
patient factors (such as age, ethnic group, etc.), PMH, and other
risk factors (e.g., socioeconomic, cultural background, etc.).
References (move to begin on next page)
You are required to include at least three evidence-based, peer-
reviewed journal articles or evidenced-based guidelines which
relate to this case to support your diagnostics and differentials
diagnoses. Be sure to use correct APA 7th edition formatting.
11. Training Title 50
Name: Harold Griffin
Gender: male Age:58 years old
T- 98.8 P- 86 R 18 134/88 Ht 5’11 Wt 180lbs
Background: Has bachelor’s degree in engineering. He is
homosexual and dates casually, never married, no children. Has
one younger sister. Sleeps 4-6 hours, appetite good. Denied
legal issues; MOCA 27/30 difficulty with attention and delayed
recall; ASRS-5 20/24; denied hx of drug use; enjoys one scotch
drink on the weekends with a cigar. Allergies Morphine; history
HTN blood pressure controlled with losartan 100mg daily,
angina prescribed ASA 81mg po daily, metoprolol 25mg twice
daily. Hypertriglyceridemia prescribed fenofibrate 160mg daily,
has BPH prescribed tamsulosin 0.4mg po bedtime.
Symptom Media. (Producer). (2017). Training title 50 [Video].
https://video-
alexanderstreetcom.ezp.waldenulibrary.org/watch/training-title-
50TRANSCRIPT OF VIDEO FILE # 50
_____________________________________________________
_______________________
_____________________________________________________
________________________
00:00:00
BEGIN TRANSCRIPT:
00:00:00
[sil.]
00:00:15
OFF CAMERA So, you told your supervisor you were having
difficulty with concentration, and then it was your supervisor
who set up this appointment, right, is it?
12. 00:00:25
HAROLD Yeah, I, I work at this large architectural engineering
firm and it's all great. Except, they've accelerated the deadlines
now and it just puts a lot of pressure on. And I, I just can't
concentrate. I mean, everyone else is, doesn't have a problem
with it. But, but I just, I just can't seem to be able to do the
same job they're doing.
00:00:50
OFF CAMERA Okay, tell me about your problem with
concentration.
00:00:55
HAROLD Well, um, you know it's just... Perfect example is, is
they wanted me to design um, air ducts.
00:01:05
OFF CAMERA Right.
00:01:05
HAROLD Air ducts, simple. But I designed them through solid
wall, a fire wall, and a supporting wall and I didn't even realize
what I was doing.
00:01:15
OFF CAMERA Uh-huh.
00:01:15
HAROLD You know, I mean, um, I'm making silly mistakes like
that because, another time we had these windows, we already
bought them, design, beautiful, they're going to be in this entire
building.
00:01:30
OFF CAMERA Right.
13. 00:01:30
HAROLD Every floor. Well, I drew the window opening way
too small. Now, I mean, if that would have gone ahead, it would
have cost millions. I just, it's, it's just silly things like that.
00:01:45
OFF CAMERA Uh-huh, is this a new kind of problem for you?
00:01:45
HAROLD Well, I mean, I didn't seem to have a problem when
everything was relaxed, and the deadlines were normal.
00:01:50
OFF CAMERA Right.
00:01:55
HAROLD I could do the job. Everything was fine. But now
we're on these, these ridiculously tight deadlines and, and I just,
can't seem to do it. Everyone else can. It's, there's not a problem
for them. And I end up like I'm not pulling my weight.
00:02:10
OFF CAMERA Uh-huh.
00:02:10
HAROLD And they think that and it's true, I'm not.
00:02:10
OFF CAMERA Now did you have these, uh, similar kind of
problems back in school?
00:02:15
HAROLD Well, yeah, I mean, in school everyone would go to
the library to cram for big exams, so, I mean.
00:02:20
14. OFF CAMERA Right.
00:02:20
HAROLD That was a normal thing. And, yeah, I'd go but I'd end
up looking out the window. Look it's snowing, oh, it's spring
time. I'll go for a walk. And, and if someone is whispering in a
library well, I have to go to the other side. All my friends could
study anywhere.
00:02:35
OFF CAMERA Uh-huh, but, what other kind of difficulties do
you seem to have?
00:02:40
HAROLD Well, at the job we have, these uh, lectures, you
know.
00:02:45
OFF CAMERA Right.
00:02:45
HAROLD We'd get together, it's groups. This is the lectures by
the chief of the department gets together with all the architects
and engineers and he talks about the mission of the day. What
we're trying to work for, our goals.
00:02:55
OFF CAMERA Right.
00:03:00
HAROLD Do I listen? I'm thinking, maybe, my dog needs a
bath. Or what am I going to have for lunch? Or, you know,
anything other than what he's saying.
00:03:05
OFF CAMERA Mm-hmm.
15. 00:03:10
HAROLD And because of that, you know, it's not a good idea.
00:03:15
OFF CAMERA So, so, is it difficult to sit and listen?
00:03:20
HAROLD Yeah, I mean, okay, we were suppose to be designing
this other, on top of this penthouse, this, kind of, a patio, party
area.
00:03:30
OFF CAMERA Right.
00:03:30
HAROLD And the gutters around it just to make sure everything
was very comfortable for everyone. Well, I got up there and I'm
designing and the gutters are here, and no, wait a minute, there's
Italian, tile floor. Doesn't look like it's tilted the correct way.
So I started studying that and there were already two people
assigned to study that. To fix that problem, not me.
00:03:50
OFF CAMERA Mm-hmm.
00:03:55
HAROLD I got in a lot of trouble for that one.
00:03:55
OFF CAMERA Do you have any problems organizing?
00:04:00
HAROLD At home or the office?
00:04:00
16. OFF CAMERA Uh, either.
00:04:05
HAROLD I'm a bit of a mess. I mean, and I'm messy. I will
forget my shoes, my socks, my phone, my jacket, I, I can't find
them. I'm not that organized. And I have a calendar. One of my
coworkers, actually bought me a calendar to motivate me.
00:04:20
OFF CAMERA Yeah.
00:04:25
HAROLD To get more organized. So, I started writing down all
the important dates and events, but then do I ever look at that
calendar? No, I don't. So, it's a complete waste of time.
00:04:35
OFF CAMERA What about problems paying bills?
00:04:40
HAROLD Bills, I mean, yeah they get paid. After two or three
times of the threatening calls or letters. And then I have to pay
the penalties.
00:04:50
OFF CAMERA Hmm, what about hyperactivity?
00:04:50
HAROLD You know, I mean, I'm, sometimes I'm a little more
uncomfortable in a chair or you know. But I don't think that's
that big a deal. I mean, I used to be a lot worse. I mean, uh,
there was a time when I was in school, I would get marked
down for citizenship because I never raised my hand and I
talked out of class and, and I just, couldn't seem to stay
focused. But I'm a lot better now.
17. 00:05:20
OFF CAMERA Mm-hmm, were you ever um, treated with
medications or behavioral therapies for ADHD?
00:05:25
HAROLD No, no. My mother threatened that one time, but I
was never evaluated. Never went, uh, I'm kind of amazed she
never just dragged me into a doctor's office, but she never did.
00:05:40
OFF CAMERA Do you drink any caffeinated drinks?
00:05:45
HAROLD Coffee, soda, you know, once in a while. But when I
was a kid, my mother said no caffeine, no sugar, cause you'll
climb the walls. I was already doing it anyway and so she, I uh,
once and a while I'll have a little caffeine now and it kind of
helps me focus a little but, sugar, I stay away from that. It's just
not a good idea.
00:06:05
END TRANSCRIPT
Assignment: Assessing and Diagnosing Patients with
Neurocognitive and Neurodevelopmental Disorders
Neurodevelopmental disorders begin in the developmental
period of childhood and may continue through adulthood. They
may range from the very specific to a general or global
impairment, and often co-occur (APA, 2013). They include
specific learning and language disorders, attention deficit
hyperactivity disorder (ADHD), autism spectrum disorders, and
intellectual disabilities. Neurocognitive disorders, on the other
hand, represent a decline in one or more areas of prior mental
function that is significant enough to impact independent
functioning. They may occur at any time in life and be caused
18. by factors such brain injury; diseases such as Alzheimer’s,
Parkinson’s, or Huntington’s; infection; or stroke, among
others.
For this Assignment, you will assess a patient in a case study
who presents with a neurocognitive or neurodevelopmental
disorder.
Assignment Instructions:
· Use the Comprehensive Psychiatric Evaluation Template
(Attached) to complete this Assignment.
· Review the Comprehensive Psychiatric Evaluation Exemplar
(Attached) to see an example of a completed evaluation
document.
· Select a specific video case study to use for this Assignment
from the Video Case Selections choices in the Learning
Resources. Video # 50 (See the transcript).
· Consider what history would be necessary to collect from this
patient.
· Consider what interview questions you would need to ask this
patient.
f
· Identify at least three possible differential diagnoses for the
patient.
· Complete and submit your Comprehensive Psychiatric
Evaluation (attached), including your differential diagnosis and
critical-thinking process to formulate a primary diagnosis.
Incorporate the following into your responses in the template:
· Subjective: What details did the patient provide regarding
their chief complaint and symptomology to derive your
19. differential diagnosis? What is the duration and severity of their
symptoms? How are their symptoms impacting their functioning
in life?
· Objective: What observations did you make during the
psychiatric assessment?
· Assessment: Discuss the patient’s mental status examination
results. What were your differential diagnoses? Provide a
minimum of three possible diagnoses with supporting evidence,
listed in order from highest priority to lowest priority. Compare
the DSM-5 diagnostic criteria for each differential diagnosis
and explain what DSM-5 criteria rules out the differential
diagnosis to find an accurate diagnosis.
Explain the critical-thinking process that led you to the primary
diagnosis you selected. Include pertinent positives and pertinent
negatives for the specific patient case.
· Reflection notes: What would you do differently with this
client if you could conduct the session over? Also include in
your reflection a discussion related to legal/ethical
considerations (demonstrate critical thinking beyond
confidentiality and consent for treatment!), health promotion
and disease prevention taking into consideration patient factors
(such as age, ethnic group, etc.), PMH, and other risk factors
(e.g., socioeconomic, cultural background, etc.).
· Minimums 5 references
Ethics Case Study Essay Guide
As you prepare to write, please note some formal aspects that
should be present in your essay: 1) title your paper with a short
sentence that frame the reader’s attention to the main topic of
20. your essay; 2) in the introduction you should BRIEFLY state the
nature of the ethical problem presented and how you are going
to approach the case; 3) in the body of the essay, please provide
brief description, critical analysis, and discussion. The
discussion is the most important aspects of this assignme nt; and
4) in the conclusion, please wrap up your analysis and the
insights you provided in your essay.
A complete essay will:
· Consider the ethical dilemmas confronting Anita Hill,
Clarence Thomas, the Judiciary Committee, Joe Biden and any
other stakeholders you see fit to name
· Clearly lay out values that you believe should govern an
ethical society.
· Clearly lay out and prioritize your own ethical values and the
categories or kinds of ethics these represent with relation to the
societal ethical values you have laid out.
· Apply your ethical values and what you have been taught in
this class about racism, sexism, economic inequality and other
power differentials as well as cultural pathology and cultural
racism to an evaluation of the decisions made by Anita Hill and
Clarence Thomas and the Judiciary Committee considering the
ethical dilemmas each was presented with.
· When laying out your argument you may want to consider
such factors as the class disparities, race, income, gender roles,
stereotypes, sentencing, elitism, etc.
· Conclude by stating and justifying your own ethical
conclusions about the case and the kinds of ethics you utilized
to arrive at those conclusions.
Please cite and reference all information that you use to help
construct your essay particularly the course readings.
